KHBD Tiếng Anh lớp 4 Global Success năm học 2026-2027 - Tuần 12 (Tích hợp năng lực số và AI)

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Teacher's activities Pupils' activities / expected responses
Invite short exchanges for Vietnamese or maths. Give all five days, or say I have it every school 
Accept either the complete weekday list or the day after the teacher models the phrase.
supported phrase every school day.
Assessment and support: Assess the answer against Activity 3's table only. Allow pupils to track 
columns with a finger and provide the opening I have it on .
Source: Textbook p. 52, Activity 3; Teacher's Book p. 106
5. Apply — Pack for art and check a day list (5 minutes)
Learning goal: Select a relevant school supply and correct an incomplete timetable claim.
Task content and materials
[CB2.1.1] Guided picture query: paintbrush for school art. The teacher introduces paintbrush 
and helps a pupil choose and open a matching result. Paper alternatives to sketch: A a 
paintbrush; B a football; C a sandwich. Key: A; it is used for painting in art.
Allow one minute for the live search; if unsuitable or unavailable, use the stated choices. Record a 
paper choice separately from actual searching/opening.
[4.A1.2] Simulated assistant: “In Activity 2, you have English on Mondays, Tuesdays and 
Thursdays.” Task: inspect picture d and complete the answer. Key: add Fridays; there are four 
day cues.
Preparation: add art, music, and history and geography to the personal timetable draft only where the 
confirmed class timetable places them.
Teacher's activities Pupils' activities / expected responses
State the art-supply need and model the query. Choose a paintbrush and link it to art; use the 
Guide the live selection or ask pupils to select teacher's word model without needing an 
from the three sketches. account.
Read the simulated claim and direct pupils to Point to the Friday calendar and give the 
Activity 2d, not the separate Activity 3 timetable. complete four-day English answer.
Assessment and support: Credit relevant selection and the evidence for the missing day. Do not record 
a claim as checked just because it sounds fluent.
Source: Textbook p. 52, Activity 2
IV. ADJUSTMENTS AFTER TEACHING
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 LESSON PLAN
 UNIT 7: OUR TIMETABLES
 Lesson 2 — Activities 4, 5, 6
 Period 47
 School: ................................ School year: 2026–2027
 Teacher: ................................ Class: 4........
 Subject: English Week: 12 Periods: 1 (35 
 minutes)
 Preparation date: .... / .... / ........ Teaching date: .... / .... / ........
I. LEARNING OUTCOMES
1. Language knowledge and skills
Select the timetable that matches the days in each of two spoken exchanges.
Complete two dialogues using subject names and recurring weekday forms.
Sing or rhythmically read What subjects do you have today? and explain every school day.
2. Competences
Compare similar day patterns, use evidence to correct an answer and cooperate in a song exchange.
3. Personal qualities
Follow a timetable carefully and support classmates who need slower listening.
4. Integrated learning
[CB2.1.1] Find a science-textbook picture through a guided school-supply search and check its 
subject label.
[4.A1.2] Correct a simulated assistant's science-day claim against a specified listening script.
II. TEACHING AND LEARNING MATERIALS
Textbook p. 53; Teacher's Book pp. 106–108; Tracks 72–73 if available; scripts, lyrics, choices and 
keys below.
Board, books and notebooks; optional supervised image search. Use the stated cover choices if no 
device is available. No new companion resource is needed.
III. TEACHING AND LEARNING ACTIVITIES
1. Warm-up — Choose the science book (3 minutes)
Learning goal: Link a school-supply search to the subject needed for a lesson.
Task content and materials
[CB2.1.1] Search query: science textbook for primary school. With teacher guidance, choose and 
open a result whose cover or description identifies science.
Printed decision cues: A a book labelled SCIENCE; B a book labelled ENGLISH; C a football. Key: 
A. The teacher may write these labels on quick book sketches.
If live results are unclear or not available within one minute, use the printed cues. Do not choose a 
book just because its cover has a similar colour.
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Teacher's activities Pupils' activities / expected responses
State the request for a science book and Identify science as the required subject and 
demonstrate the query or show the three labelled compare the labels.
cues.
Guide a pupil to open a matching live result Choose A in the printed version or the matching 
when available; ask another pupil which detail live result; point to the science label.
supports the choice.
Assessment and support: Separate actual digital navigation from the paper relevance choice; no 
reading of advanced science content is required.
2. Listen and tick — Activity 4 (9 minutes)
Learning goal: Distinguish Tuesday from Wednesday and the two different science-day pairs.
Task content and materials
Choices: 1a music on Tuesday; 1b music on Wednesday. 2a science on Wednesday and Thursday; 2b 
science on Wednesday and Friday.
Track 72 / teacher-read script:
1 A: When do you have music? B: I have it on Tuesdays. A: Tuesdays? B: Yes. On Tuesdays.
2 A: What subjects do you have today? B: I have English and art. A: When do you have science? B: I 
have it on Wednesdays and Fridays.
Task: tick the matching timetable for each exchange.
Key: 1a; 2b. In exchange 2, English and art answer the first question; Wednesdays and Fridays answer 
the science question.
 English 4 textbook, Volume 1, p. 53, Activity 4: Music and science timetable alternatives.
Teacher's activities Pupils' activities / expected responses
Ask pupils to compare 1a/1b and then 2a/2b. Notice Tuesday versus Wednesday and Thursday 
Underline the day that differs within each pair. versus Friday.
Play or read each exchange twice, with a short Tick 1a and 2b, listening to the day words rather 
pause for individual selection. Keep the key out than just the subject name.
of the pupil display.
Let pairs compare, then replay or reread the Identify Fridays in the script; reject the Thursday 
relevant reply. Ask one pupil to explain why 2a cue in 2a.
does not match.
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